Empowering the Teacher-Inquirer: Narrative Inquiry as a Vehicle of Empowerment for Teachers in a Multicultural Society

Ezer, Hanna

Teacher Education and Practice, v20 n2 p191-203 Spr 2007

This study examines narrative inquiry as a vehicle of empowerment for teacher-researchers living in a multicultural society. The study focuses on the personal, academic, and professional impact of narrative inquiry. In this qualitative study, which constitutes research on research, the participants were graduate students, all experienced teachers, studying in a master of education program. Two research tools were used for content analysis: personal interviews and students' written reflections on their narrative inquiry. The findings indicate that the researchers were empowered on personal, academic, and professional levels. The closer the researchers were to the interviewees, the more they were empowered personally. Narrative inquiry not only empowered the researchers but increased their multicultural awareness and enhanced their attentiveness as professional educators.